Tools and Tips for Using ELT Materials: A Guide for Teachers
by Ruth Epstein and Mary Ormiston
University of Michigan Press, 2007
Paper: 978-0-472-03203-7
Library of Congress Classification PE1128.A2E67 2007
See other books on: Arts & Humanities | English as a Second Language | Foreign speakers | Subjects | Training of
See other titles from University of Michigan Press
Paper: 978-0-472-03203-7
Library of Congress Classification PE1128.A2E67 2007
ABOUT THIS BOOK | TOC | REQUEST ACCESSIBLE FILE
ABOUT THIS BOOK
A vibrant ESL classroom depends on good materials used in creative and resourceful ways. In Tools and Tips for Using ELT Materials, the authors provide a wealth of information on resources for English language teaching materials.
The book begins by addressing basic considerations in selecting and designing materials for classroom use. Textbooks themselves are covered in depth, which is very helpful for teachers choosing or assessing a textbook. An abundance of information is provided on how to use written texts from different genres (including teacher- and student-created texts), teacher-created resources, audio-visual aids, computers and the Internet, and how to provide community and service learning.
This resource aims to help instructors choose the most effective, appropriate, and flexible materials for their students and their programs. Teachers and teachers-in-training will find this to be a practical and comprehensive guide to integrating ELT materials and resources into a curriculum.
The book begins by addressing basic considerations in selecting and designing materials for classroom use. Textbooks themselves are covered in depth, which is very helpful for teachers choosing or assessing a textbook. An abundance of information is provided on how to use written texts from different genres (including teacher- and student-created texts), teacher-created resources, audio-visual aids, computers and the Internet, and how to provide community and service learning.
This resource aims to help instructors choose the most effective, appropriate, and flexible materials for their students and their programs. Teachers and teachers-in-training will find this to be a practical and comprehensive guide to integrating ELT materials and resources into a curriculum.
TABLE OF CONTENTS
About This Book xi CHAPTER 1: BASIC CONSIDERATIONS IN MATERIALS DESIGN AND EVALUATION 1 A Materials Selection Dilemma 1 Some Challenging Questions 2 Materials, Resources, Technology, and Medium: Some Definitions 3 Authentic Materials 3 Selecting Published Materials 4 Teacher-Made Materials 5 Student-Generated Materials 5 Selecting Materials for Your Syllabus 5 Selecting Materials to Support Topics or Themes 7 Criteria for Developing and Evaluating Materials 9 CHAPTER 2: TEXTBOOKS 11 A Teacher's Tale 11 Some Challenging Questions 12 Textbooks as Language Teaching Materials 13 The Advantages and Disadvantages of Textbooks in Language Teaching 13 The Uses of Textbooks in Language Teaching 14 Criteria for Textbook Selection 14 Assessing the Syllabus in a Textbook 15 Assessing Methodology in Textbooks 17 Assessing Presentation and Practice of New Language in Textbooks 18 Assessing Personalization in Txtbooks 18 Assessing Grammar Coverage in Multiskills Textbooks 19 Assessing Pronunciation Coverage in Textbooks 20 Assessing Vocabulary Coverage in Textbooks 20 Coverage of the Four Skills 22 Assessing Variety in Textbooks 22 Assessing Grading in Textbooks 23 Assessing Meaningful Context 23 Considering Textbooks Series 24 Watching for -isms and Stereotyping in Textbooks 24 Watching for Language and Cultural Relevancy in Textbooks 24 Assessing Self-Directed Learning in Textbooks 25 Assessing Literacy Level in a Textbook 25 Inclusion of Supplementary Materials in Textbooks 25 Assessing Specialized 7Tpes of Textbooks 27 Adapting Textbooks 28 Examples of Textbook Adaptations 28 Copyright 34 CHAPTER 3: WRITTEN TEXTS 35 Learning or Slacking Off? 35 Some Challenging Questions 36 Written Text as Language Teaching Material 36 Matching Text to Student 36 Knowing Your Teaching and Program Objectives 37 Students' Interests and Ages 38 Children's Literature for Adults 38 Students' Background Knowledge 39 Students' Reading Ability and English Language Proficiency Levels 40 Text Layout and Presentation 41 Linguistic Difficulty of the Text 42 Text Genre and Writing Style 42 Authentic versus Simplified Written Text 45 Selecting Books for Extensive Reading 46 Books in Students' Native Languages 47 Written Text on the Internet 47 Student-Generated Written Text 48 Teacher-Created Written Text 53 Using Written Text 54 Published Written Text 57 Newspapers 57 Other Published Materials 58 Developing Activities for Written Text 59 Copyright 59 CHAPTER 4: VISUAL AIDS: PICTURES, CHARTS, AND REALIA 61 The Dual Identity of Language Teachers 61 Some Challenging Questions 62 The Importance of Visual Aids 62 Characteristics of Good Visuals 63 Types of Visual Aids and Their Uses 63 Drawings 64 Magazine Pictures 64 Sources 64 Selecting Pictures for a Picture File or Library 65 Classifying and Storing Pictures 65 Preparing Pictures 66 Activities for Using Drawings and Pictures 67 Developing Picture Activities for Teaching Meaning 67 Deloping Picture Activities for Grammar and Vocabulary Practice 68 Developing Picture Activities for Practicing Descriptions 70 Developing Picture Activities for Writing 71 Developing Picture Activities for Problem-Posing 71 Picture Stories 72 Student-Found Pictures 73 Photographs 74 Flashcards 75 Preparation and Classification 75 Uses of Flashcards 75 Charts and Graphs 77 Wall Charts 77 Charts versus Board Drawings 80 Displaying Wall Charts and Pictures 80 Realia 80 Forms and Schedules 81 Post Office Items 82 Menus 82 Food and Related Items 82 Maps 83 Puppets and Toys 84 Cultural Artifacts 85 Collections of Objects 85 Rods 86 Key Visuals for Language and Content 87 Three Ideas for Developing Key Visuals 88 Developing Thinking Skills with Key Visuals 88 Thematic Webbing 89 Semantic Maps 90' Example of a Graphing Activity 91 CHAPTER 5: BASIC CLASSROOM RESOURCES 92 Learning to Teach with the Basics 92 Some Challenging Questions 93 What Are the Basic Classroom Resources? 93 The Board as Language Teaching Material 94 Advantages of the Board 94 Considerations in Board Selection and Use 95 Dividing the Board 95 Writing on the Board 96 Developing and Adapting Substitution Tables for the Board 97 Developing Simple Prompts on the Board 97 Developing and Adapting Dialogues on the Board 98 Developing and Adapting Drawings on the Board 99 Student Drawings on the Board 100 Developing Student Handwriting on the Board 100 Chart Paper as Language Teaching Material 100 Advantages of Chart Paper 100 Uses of Chart Paper . 101 Other Types of Boards and Charts 101 Advantages of Other Types of Boards 101 Developing Uses for Other Types of Boards 101 Making Boards 101 Worksheets as Language Teaching Material 102 Why Develop Worksheets and Work Cards for Your Students? 103 Making Worksheets 103 Sample Worksheets 104 The Overhead Projector 121 Advantages of Using Overhead Projectors 121 General Considerations in Using Overhead Projectors 121 Activities with Overhead Projectors 123 The Power of Audiovisual 124 Audio as Language Teaching Material 124 Attributes of Audio CDs and Audiotapes 124 Types of Audio Material 125 Considerations in Selecting or Making Audio Recordings 127 Audio Listening Tasks 128 Language Labs 128 Advantages of Language Labs 128 Language Labs for Skills Development 129 Listening and Replying, and Free Speech 130 Video as Language Teaching Material 131 Attributes of Video Technology 131 Types of Recorded Video Material 131 Selecting Video Material 135, Options for Presenting Video 136 Activities with Video Material 136 Tips for Presenting Video 4 140 Video Recording Tips 140 Using Video Abroad 141 Copyright Restrictions Related to Audiovisual Material 142 CHAPTER 6: COMPUTERS AND THE INTERNET 143 Computer Lab Blues 143 Some Challenging Questions 145 Introduction to Computers and Computer Materials 145 Advantages and Limitations of Using Computers and Computer-Based Materials 146 CALL 149 CD-ROM Technology 149 Types of CALL Programs 149 More on the Benefits and Drawbacks of CALL Programs 153 The Teacher's Role 154 Integrating CALL Material into Your Curriculum 155 Evaluating CALL Materials 155 Designing CALL Materials 156 The Internet 156 Online Interactive Technologies 158 E-Mail and Live Chat 158 Internet Tips 161 Tips to Get Students Started on the Internet 162 Sample Computer-Based Activities 162 Sample Online Conference Activity 163 Computer-Based and Internet-Based Testing 164 CHAPTER 7: PROJECT AND COMMUNITY CONTACT MATERIALS 167 Tanya's Language Learning Highlights 167 Some Challenging Questions 168 Projects 168 The Benefits of Project and Community Contacts 168 Stages in Project Development 169 Evaluation Tools for Project Work 177 Materials and Equipment for Projects 178 Project Ideas 178 Adapting Projects to EFL Contexts 180 Service Learning: Another Kind of Project 180 Benefits of Service Learning 180 General Structure of a Service Learning Project 181 Examples of Service Learning 181 Resources for Service Learning 183 Small-Scale Community Contact Materials and Tasks 183 Scavenger and Information Hunts and Materials 183 The Community and School as Resources 185 Maps and Map-Related ;asks as Material for Community Contacts 187 Pictures and Realia as Material for Community Contacts 189 Radio and Television as Material for Community Contacts 190 Telephone as Material for Community Contacts 190 Guest Speakers as Resources for Community Contacts 192 Other Possibilities 192 Resources Index 192 Appendix A: Major Publishers and Distributors of ELT Materials 193 Appendix B: Choosing Software 194 Appendix C: Computer Applications for Language Teaching and Learning 195 References 198
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